tarafenwick

We have no way of knowing what doing it right is. (Fraser, a paramedic working interprofessionally in a mental health emergency) We have volumes of information telling professionals in different sectors how to work together, and why they should. We have a flurry of interprofessional education programmes to drive home the message, often embracing collaboration as inherently a good thing… Read more →

It’s no big news to point to the increased emphasis on ‘co-production’ in public policy. For professional services and products, this implies that clients or service users – the community in other words – will be active involved as co-developers in designing and delivering public services. The general rationale is that ‘service user’ voice and choice needs to be taken… Read more →

In a recent chapter myself and three of my doctoral students decided to discuss our different sociomaterial approaches to doing our ethnographies of professional practice and learning. We found ourselves really grappling with thorny issues of how to trace the material and social entanglements of the settings that we were enacting without (1) killing the tangles or (2) getting bogged… Read more →

One project we are enjoying now in ProPEL is looking at professionals’ use of social media. And one of the first things we ran into in this fascinating cyberscape were the new codes of online professionalism: regulations governing what professionals can and cannot do in social media. Professionalism is one of those hot topics that never seems to lose its… Read more →

Materials – things that matter – are often missing from accounts of educational processes such as learning. Materials tend to be ignored as part of the backdrop for human action, dismissed in a preoccupation with consciousness and cognition, or assumed to be subordinate to human intention and design. This sort of treatment still tends to privilege human beings, as though… Read more →